OVERVIEW Quarter 1 Quarter 2 Quarter 3 Quarter 4 R. I. 1, 2, 3, 7, 10 W. 3 W. 2, 5, 7, 8 W. 1, 6 R.L. 4, 5 R.L. 5 R.L. 4, 6, 9 R.I.

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "OVERVIEW Quarter 1 Quarter 2 Quarter 3 Quarter 4 R. I. 1, 2, 3, 7, 10 W. 3 W. 2, 5, 7, 8 W. 1, 6 R.L. 4, 5 R.L. 5 R.L. 4, 6, 9 R.I."

Transcription

1 OVERVIEW Quarter 1 Quarter 2 Quarter 3 Quarter 4 Prioritized Standards R.L. 1, 2, 3, 5, 7, 10 R.L. 1, 2, 3,, 6, 7, 9, 10 R.L. 1, 2, 3, 7, 10 R.L. 1,2, 3, 7, 10 R.I. 1, 2, 3, 5, 7, 10 R. I. 1, 2, 3, 6, 7, 9, 10 R. I. 1, 2, 3, 7, 8, 10 R. I. 1, 2, 3, 7, 10 W. 3 W. 2, 5, 7, 8 W. 1, 6 Supporting Standards R. L. 4, 6, 9 R.L. 4, 5 R.L. 4, 6, 9 R.L. 5 R.I. 4,6, 8, 9 R. I. 4, 5, 8 R.I. 4, 5, 6, 9 W. 1, 2, 5, 6, 7, 8 W. 1, 3, 6 W. 2, 5, 7, 8 W. 3, 6 Mastery R.L. 5 R.L. 1, 2, 3, 4, 5, 6, 7, 9, 10 R. I. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W. 3 W. 1, 2, 5, 7, 8 1

2 LEARNING TARGETS Quarter 1 R.L. 1: Students will be able to orally answer questions about key details in a text using sentence frames. R.L. 2: Students will be able to orally retell stories using the key details (who, where) in a text. R.L.3: Students will be able to orally describe character s appearance and actions, as well as the setting. R.L. 5: Students will be able to identify text features and the information provided in a story in small groups or with partners. R.L. 7: Students will be able to use a stories illustration to orally, or in writing, describe characters, setting, and events. RL.1.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL.1.10a: Activate prior knowledge related to the information and events in a text. (CA) RL.1.10b: Confirm predictions about what will happen next in a text. (CA) R.I. 1: Students will be able to orally answer questions about key details in a text using sentence frames. R.I. 2: Students will be able to orally identify the main topic and the key supporting details. R.I. 3: Students will be able to orally describe the connection between two individuals, events, ideas, or pieces of information in a text. R.I. 5: With teacher guidance and modeling, students will be able to identify various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. R.I. 7: Students will be able to use illustrations to orally, or in writing, describe key ideas in a text. RI With prompting and support, read informational texts appropriately complex for grade 1. RI.1.10a: Activate prior knowledge related to the information and events in a text. (CA) RI.1.10b: Confirm predictions about what will happen next in a text. (CA) W. 3: With teacher modeling and a variety of thinking maps (e.g., circle map, flow map) students will be able to write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 2

3 Quarter 2 R.L. 1: Students will be able to orally ask questions about key details in a text using question stems. R.L. 2: With guidance, students will be able to retell stories, including details about characters, and setting, in written form using story maps. R.L. 3: Students will be able to orally describe character s appearance and actions, as well as the setting and major events. R.L. 5: Students will be able to identify text features (glossary, table of contents) and the information provided in an informational text in small groups or with partners. R.L. 6: Following a teacher read aloud, students will be able to identify who is telling the story at various points in a text based on the different voice for each character. R.L. 7: With teacher guidance, students will be able to orally, or in writing, describe characters, setting, and events by identifying the key details in a text. R.L. 9: Following explicit teacher modeling, students will be able to orally compare and contrast the adventures and experiences of characters in a story in small groups. RL With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL.1.10a: Activate prior knowledge related to the information and events in a text. (CA) RL.1.10b: Confirm predictions about what will happen next in a text. (CA) R.I. 1: Students will be able to orally ask questions about key details in a text using question stems. R.I. 2: With guidance and modeling, students will be able to identify the main topic and keys details using a graphic organizer. R.I. 3: Students will be able to orally and in writing describe the connection between two individuals, events, ideas, or pieces of information in a text. R.I. 5: In small groups, students will be able to identify various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. R.I. 6: With teacher guidance and modeling students will be able to distinguish between information provided by pictures or other illustrations and information provided by the words in a text. R.I. 7: With teacher guidance, students will be able to orally, or in writing, describe the key ideas in a text. RI.1.9: With explicit teacher modeling and support, students will be able to identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 3

4 RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1. RI.1.10a: Activate prior knowledge related to the information and events in a text. (CA) RI.1.10b: Confirm predictions about what will happen next in a text. (CA) W.2: With teacher modeling and a variety of thinking maps (e.g., circle map, tree map, flow map) students will be able to write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W. 3: In small groups and a variety of thinking maps (e.g., circle map, flow map) students will be able to write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.5. With guidance and support from adults, students will be able to orally focus on a topic, respond to questions and suggestions from peers and add details. W.1.7: As a class, students will be able to participate in shared research and writing projects (e.g., explore a number of howto books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, students will be able to recall information from experiences. 4

5 Quarter 3 R.L. 1: Students will be able to answer questions in written form about key details in a text using sentence frames and questions stems. R.L. 2: With guidance, students will be able to retell stories, including details about problem and solution, in written form using story maps. R.L. 3: In written form, students will be able to describe character s appearance and actions, as well as the setting and major events using thinking maps (circle map, bubble map). RL.1.5: Using a thinking map (double bubble, venn diagram) explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. R.L. 6: Students will be able to identify who is telling the story at various points in a text by introducing the use of quotation marks. R.L. 7: In small groups, or partners, students will be able to orally, or in writing, describe characters, setting, and events by identifying the key details in a text. R.L. 9: With guidance, students will construct a graphic organizer (venn diagram) in order to compare and contrast the adventures and experiences of characters from a teacher read aloud. RL.1.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL.1.10a: Activate prior knowledge related to the information and events in a text. (CA) RL.1.10b: Confirm predictions about what will happen next in a text. (CA) RI.1.10a: Activate prior knowledge related to the information and events in a text. (CA) RI.1.10b: Confirm predictions about what will happen next in a text. (CA) R.I. 1: Students will be able to answer questions in written form about key details in a text using sentence frames and questions stems. R.I. 2: With guidance, students will be able to identify the main topic and keys details using a graphic organizer. R.I. 3: Students will be able to orally and in writing describe the connection between two individuals, events, ideas, or pieces of information in a text. R.I. 5: In small groups, students will be able to identify various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 5

6 R.I. 6: In small groups students will be able to distinguish between information provided by pictures or other illustrations and information provided by the words in a text. R.I. 7: In small groups, students will be able to orally, or in writing, describe the key ideas in a text. RI.1.8: With prompting and support in small groups students will be able to identify the reasons an author gives to support points in a text. RI.1.9: In small groups, students will be able to identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1. W.1.1: With explicit teacher modeling and support, students will be able to write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. W.2: In small groups and using a variety of thinking maps (e.g., circle map, tree map, flow map) students will be able to write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W. 3: Students will be able to independently write narratives, using a variety of thinking maps (e.g., circle map, flow map), in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.5: With guidance and support from adults, students will be able to focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. W.1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.1.7: In small groups with support, students will be able to participate in shared research and writing projects (e.g., explore a number of how to books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, students will be able to gather information from provided sources to answer a question. 6

7 Quarter 4 RL.1.1: Ask and answer questions about key details in a text independently. R.L. 1.2: Independently, students will be able to retell stories, including key details, and demonstrate understanding of their central message or lesson using story maps. RL 1.3: Describe characters settings and major events in a story using key details independently. RL.1.6: Independently identify who is telling the story at various points in a text. RL.1.7. Independently use illustrations and key details in a story to describe its characters, setting, or events. R.L. 9: Independently, students will construct a graphic organizer (venn diagram) in order to compare and contrast the adventures and experiences of characters from a teacher read aloud. RL.1.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL.1.10a: Activate prior knowledge related to the information and events in a text. (CA) RL.1.10b: Confirm predictions about what will happen next in a text. (CA) R.I. 1: Ask and answer questions about key details in a text independently. RI.1.2: Independently identify the main topic and retell key details of a text. RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text in written form. R.I. 5: Individually, students will be able to identify various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. R.I. 6: Individually students will be able to distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.7: Use the illustrations and details in a text to describe its key ideas. RI.1.8: Independently, students will be able to identify the reasons an author gives to support points in a text. RI.1.9: Independently, students will be able to identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1. RI.1.10a: Activate prior knowledge related to the information and events in a text. (CA) RI.1.10b: Confirm predictions about what will happen next in a text. (CA) 7

8 W.1.1: Independently, students will be able to write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. W.1.2: Students will be able to independently write informative/explanatory texts, using a variety of thinking maps (e.g., circle map, tree map, flow map), in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.5: With guidance and support from adults, students will be able to focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. W.1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.1.7: In small groups, students will be able to participate in shared research and writing projects (e.g., explore a number of how to books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, students will be able to recall information from experiences or gather information from provided sources to answer a question. 8

Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards.

Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards. Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards for GRADE ONE CCSS Anchor Standards for ELA - Reading Standards for Literature Key Ideas

More information

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1 Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer

More information

SCORE Skill Level Description Sample Tasks 4.0 In addition to Score 3.0, in- depth inferences

SCORE Skill Level Description Sample Tasks 4.0 In addition to Score 3.0, in- depth inferences 1 st Grade READING: Informational Text Identifies the main topic and retells key details of an informational text EL 1 RI.1.2 4.0 In addition to Score 3.0, in- depth inferences and applications that go

More information

SECOND GRADE UNIT 1 RL.2.10 RI.2.2. Reading: Literature RL.2.7

SECOND GRADE UNIT 1 RL.2.10 RI.2.2. Reading: Literature RL.2.7 Reading: Literature RL.2.1 RL.2.3 RL.2.4 RL.2.5 RL.2.6 RL.2.7 SECOND GRADE UNIT 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

Strand: Writing. Grade Level: 1 st Grade

Strand: Writing. Grade Level: 1 st Grade 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1.1. Write opinion pieces in which they introduce the topic

More information

Third Grade Language Arts Learning Targets - Common Core

Third Grade Language Arts Learning Targets - Common Core Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1

More information

Grade Level: 2 nd Grade

Grade Level: 2 nd Grade 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.

More information

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization,

More information

Hank has a dream. Common Core Teaching Guide ABOUT THE BOOK INTRODUCTION. by Rebecca Dudley

Hank has a dream. Common Core Teaching Guide ABOUT THE BOOK INTRODUCTION. by Rebecca Dudley has a dream Common Core Teaching Guide ABOUT THE BOOK In this poetic tale, dreams that he can fly Come along for the ride as he re-creates the dream for his little friend How far will fly? What will he

More information

Common Core Writing Standards

Common Core Writing Standards Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College

More information

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) 3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Grade 2 English Language Arts Scope and Sequence. Unit 1: Working Together (10 Days)

Grade 2 English Language Arts Scope and Sequence. Unit 1: Working Together (10 Days) KEY: RL=Reading Standards for Literature RI=Reading Standards for Informational Text RF=Foundational Skills W=Writing Standards SL=Speaking Listening Standards L=Language Standards KEY: F = Standards that

More information

LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET

LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students

More information

Language Arts Florida Standards (LAFS) Grade 2

Language Arts Florida Standards (LAFS) Grade 2 Language Arts Florida Standards (LAFS) Grade 2 Cluster 1: Key Ideas and Details CODE LAFS.2.RL.1.1 Strand: READING S FOR LITERATURE Ask and answer such questions as who, what, where, when, why, and how

More information

Reading Timeline 2nd Nine Weeks

Reading Timeline 2nd Nine Weeks Reading Timeline 2nd Nine Weeks Task Focus Standard Essential Questions 1 *Elements of Fables 2 *Story structure (beginning) *Characters, setting, plot 3 *Characters 4 *Story Structure (problem/solution)

More information

Reading Standards for Literature

Reading Standards for Literature Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading

More information

GRADE TWO TEACHER GUIDANCE FOR TRANSITION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS

GRADE TWO TEACHER GUIDANCE FOR TRANSITION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS TEACHER GUIDANCE FOR TRANSITION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS GRADE TWO Making Education Work for All Georgians Introduction The purpose of this document is to provide concise and thorough

More information

Correlation to the Common Core State Standards for English Language Arts, Grade 3

Correlation to the Common Core State Standards for English Language Arts, Grade 3 Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights

More information

http://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach...

http://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach... Page 1 of 6 READING - 1st School Teacher Email Course# Grade Level Lettie Brown Elementary School VanDerVoorn, Lauri Lauri.VanDerVoorn@morton709.org LA1100 1 Show Icon August 2015 August 2014 Review of

More information

Grade 3: Module 1 Overview

Grade 3: Module 1 Overview Grade 3: Module 1 Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

Kindergarten How do people help each other in the neighborhood?

Kindergarten How do people help each other in the neighborhood? Kindergarten How do people help each other in the neighborhood? FOCUS STANDARD History Social Science Standard: K.3: Students match simple descriptions of work that people do and the names of related jobs

More information

Exemplary Planning Commentary: Elementary Literacy

Exemplary Planning Commentary: Elementary Literacy Exemplary Planning Commentary: Elementary Literacy! This example commentary is for training purposes only. Copying or replicating responses from this example for use on a portfolio violates TPA policies.

More information

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document

Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document Dynamic Learning Maps Essential Elements English Language Arts Version 2 Comparison Document COMMON CORE ESSENTIAL ELEMENTS AND ACHIEVEMENT DESCRIPTORS FOR KINDERGARTEN Kindergarten English Language Arts

More information

Grade 3 Q 1 Writing Curriculum

Grade 3 Q 1 Writing Curriculum Grade 3 Q 1 Writing Curriculum W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. Students will be assessed using the 3 rd Grade Persuasive Writing Rubric. W.3.1c Use

More information

New York State Common Core Social Studies Framework Grades K-8

New York State Common Core Social Studies Framework Grades K-8 The State Education Department The University of the State of New York New York State Common Core Social Studies Framework Grades K-8 Revised December 2013 Social Studies Framework Grades K - 4 Grades

More information

3rd Grade - ELA Writing

3rd Grade - ELA Writing 3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

More information

Students will understand that good readers always ask and answer questions about a text. that certain words signal a question.

Students will understand that good readers always ask and answer questions about a text. that certain words signal a question. Kindergarten Reading Standards for Literature: Key Ideas and Details 1. Why do readers read? 2. How do readers construct meaning? Essential detail, text, questions, who, what, where, when, why, how, retell,

More information

E/LA Common Core Standards for Writing Grade 5

E/LA Common Core Standards for Writing Grade 5 Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1 Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers [RL.3.] (.)

More information

Writing Learning Targets

Writing Learning Targets Writing Learning Targets Writing 3.1 Exploring the writing process helps to plan and draft a variety of literary genres Writing 3.1.a: Write opinion pieces in which they introduce the topic or book they

More information

Common Core Writing Rubrics, Grade 3

Common Core Writing Rubrics, Grade 3 Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major

More information

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

More information

3rd Grade Common Core State Standards Writing

3rd Grade Common Core State Standards Writing Text Types and Purposes Writing CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.1a Introduce the topic or text they are writing

More information

Elementary English Pacing Guides for Henrico County Public Schools

Elementary English Pacing Guides for Henrico County Public Schools The revised Pacing Guide is the collaborative work of the 2013 Curriculum Committee, formed to critically consider the importance of the Curriculum as the foundation for all learning. With this in mind,

More information

English Language Arts Reading, Writing, and Communicating

English Language Arts Reading, Writing, and Communicating English Language Arts Reading, Writing, and Communicating Standard 1. Speaking and Listening 2. Reading for All Purposes 3. Writing and Composition 4. Research and Reasoning Fifth Grade Level Expectations

More information

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Common Core Writing Rubrics, Kindergarten

Common Core Writing Rubrics, Kindergarten Common Core Writing Rubrics, Kindergarten The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each

More information

Content Area: Reading, Writing and Communicating Grade Level Expectations: First Grade Standard: 1. Oral Expression and Listening

Content Area: Reading, Writing and Communicating Grade Level Expectations: First Grade Standard: 1. Oral Expression and Listening Colorado Academic Standards Reading, Writing and Communicating - First Grade Content Area: Reading, Writing and Communicating Grade Level Expectations: First Grade Standard: 1. Oral Expression and Listening

More information

Unit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks

Unit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit 1 Title: ing Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit Overview: In Unit 1 students will gain an understanding of the overall structure of a story and its components. also be able to identify

More information

Literary Text vs. Informational Text

Literary Text vs. Informational Text Published on AASL Learning4Life Lesson Plan Database Literary Text vs. Informational Text Created by: Kris Schreck Title/Role: Library Media Specialist Organization/School Name: Cleveland Elementary Location:

More information

Table of Contents. Introduction 12 Standard Organization 18. K-5 Reading 20 Enduring Understandings 20 Essential Questions 21

Table of Contents. Introduction 12 Standard Organization 18. K-5 Reading 20 Enduring Understandings 20 Essential Questions 21 Table of Contents Introduction 12 Standard Organization 18 K-5 Reading 20 Enduring Understandings 20 Essential Questions 21 Reading Literature (RL) 21 RL 1 21 RL 2 22 RL 3 22 RL 4 23 RL 5 23 RL 6 24 RL

More information

What are My Goals for Quarter 2? Common Core- I Can Statements:

What are My Goals for Quarter 2? Common Core- I Can Statements: What are My Goals for Quarter 2? Common Core- I Can Statements: Literature RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as make inferences. I can define textual

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

Indiana Academic Standards for Music August, 2010

Indiana Academic Standards for Music August, 2010 Indiana Academic Standards for Music August, 2010 Courtney Cabrera Fine Arts Specialist Curriculum and Instruction Indiana Department of Education 151 West Ohio Street Indianapolis, IN 46204 Phone (317)

More information

Writing differentiated plans: An elementary writing example

Writing differentiated plans: An elementary writing example Writing differentiated plans: An elementary writing example Here is an example of an elementary writing lesson plan, followed by possible accommodations to meet student needs. Many of the accommodations

More information

ESL I English as a Second Language I Curriculum

ESL I English as a Second Language I Curriculum ESL I English as a Second Language I Curriculum ESL Curriculum alignment with NJ English Language Proficiency Standards (Incorporating NJCCCS and WIDA Standards) Revised November, 2011 The ESL program

More information

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Third Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

Students will know Vocabulary: opinion preference title topic word sentence

Students will know Vocabulary: opinion preference title topic word sentence Kindergarten Grade Writing : Text Types and Purposes Essential opinion/preference, title, topic, word, sentence, title, topic, word, facts, nonfiction, fiction, sequence (order), event, reaction (feelings)

More information

Grade 3 Reading and Literature Objectives

Grade 3 Reading and Literature Objectives Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

FSD Kindergarten READING

FSD Kindergarten READING College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting

More information

SIXTH GRADE UNIT 1. Reading: Literature

SIXTH GRADE UNIT 1. Reading: Literature Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly

More information

English Language Arts Reading and Writing

English Language Arts Reading and Writing CCSD Student Learning Objective English Language Arts Grade 3 Reading and Writing Part One General Information 1A Teacher Name 1B Subject Area James England 1C Grade Level Grade 3 1D School Name 1E SLO

More information

Common Core Progress English Language Arts. Grade 3

Common Core Progress English Language Arts. Grade 3 [ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)

More information

Kindergarten Common Core State Standards: English Language Arts

Kindergarten Common Core State Standards: English Language Arts Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from

More information

Writing X Grade Level 10

Writing X Grade Level 10 Writing X Writing X introduces students to a variety of topics including: journal writing writing process sentence types paragraph structure correspondence resumes using sources for research short reports

More information

English Language Arts. Learning Progressions

English Language Arts. Learning Progressions English Language Arts Learning Progressions Formatted by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 3031 www.commoncore.tcoe.org or www.tcoe.k12.us/ers/ccss

More information

Differentiated Instruction & Understanding By Design Lesson Plan Format

Differentiated Instruction & Understanding By Design Lesson Plan Format Differentiated Instruction & Understanding By Design Lesson Plan Format Title: Leah s Pony by Elizabeth Friedrich (Scott Foresman) Subject Matter Emphasis and Level: Third, Reading Author: Lorie Kurtenbach

More information

Green Eggs and Ham. by Dr. Seuss. overview THE WHEATLEY PORTFOLIO. overview TeXT-DepenDenT questions assessment fluency. Rationale

Green Eggs and Ham. by Dr. Seuss. overview THE WHEATLEY PORTFOLIO. overview TeXT-DepenDenT questions assessment fluency. Rationale TEXT STUDY Green Eggs and Ham by Dr. Seuss map Grade 1 Unit 3 Unit Life Lessons Type Literary Text (Lexile 30L) overview Rationale overview TeXT-DepenDenT questions assessment fluency This text is one

More information

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks W.4.2.1 Contribute to a writer s notebook (i.e., interesting words or phrases, books or experiences that spark an interest, etc.) Northwest Arkansas Instructional Alignment English Language Arts Grade

More information

Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks

Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed

More information

How can we take care of our commons?

How can we take care of our commons? Teacher s Guide Grade: K - 2 Lesson: How can we take care of our Commons? Number of Class Periods: 3 45-minute periods How can we take care of our commons? The Healthy Commons Lesson Set was co-created

More information

DRAFT WRITING RESOURCE GUIDE. Learning to Write. Kindergarten through Second Grade. Kākau Mea Nui Writing Matters Project

DRAFT WRITING RESOURCE GUIDE. Learning to Write. Kindergarten through Second Grade. Kākau Mea Nui Writing Matters Project WRITING RESOURCE GUIDE Learning to Write Kindergarten through Second Grade DRAFT Kākau Mea Nui Writing Matters Project Norma Jean Stodden, Sara Podlewski, Meghan Whitfield- O Brien, Heather DeWoody, Martha

More information

Intended Use of the document: Teachers who are using standards based reporting in their classrooms.

Intended Use of the document: Teachers who are using standards based reporting in their classrooms. Standards Based Grading reports a student s ability to demonstrate mastery of a given standard. This Excel spread sheet is designed to support this method of assessing and reporting student learning. Purpose

More information

Performance Indicators-Language Arts Reading and Writing 3 rd Grade

Performance Indicators-Language Arts Reading and Writing 3 rd Grade Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound

More information

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5.

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5. Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON Speaking and Listening: Comprehension

More information

English 100: Of Mice and Men

English 100: Of Mice and Men English 100: Of Mice and Men Farmington Public Schools Grade Nine English Tracey Barlow and James Carter 06/30/06 Farmington Public Schools 1 Table of Contents Unit Summary....page (3) Stage One: Standards

More information

Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview

Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for the year

More information

Communication Arts: Informative, persuasive, entertaining, formal, informal

Communication Arts: Informative, persuasive, entertaining, formal, informal Communication Arts: Grade Level: 5 Content Standards Communication Arts Content Standard 1 Speaking and Listening Students know and understand the role of the communication process and demonstrate effective

More information

Grade 4 Reading Curriculum Map

Grade 4 Reading Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP READING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About Books Fiction: Understanding Story Elements Fiction: Connecting

More information

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

Correlation of Alphabet Avenue and Alberta Kindergarten Curriculum

Correlation of Alphabet Avenue and Alberta Kindergarten Curriculum Explore thoughts, ideas, feelings, and experiences 1.1 Discover and Explore Express ideas and develop understanding share personal experiences prompted by oral, 2, 3, 4, 5-17, 18, 19-25, BLMs, flip chart,

More information

Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the

Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3 correlated to the Common Core State Standards English Language Arts Grade 3 RL.3.1 Reading Standards for Literature Key Ideas and

More information

Third Grade Language Arts Learning Targets $ Common Core

Third Grade Language Arts Learning Targets $ Common Core Third Grade Language Arts Learning Targets $ Common Core Strand Standard Statement Learning Target Reading:! I can ask and answer questions" using the text for support" to show my understanding# RL!$!

More information

A collection of ready-to-use Literacy Center Ideas For Grades 3-5

A collection of ready-to-use Literacy Center Ideas For Grades 3-5 A collection of ready-to-use Literacy Center Ideas For Grades 3-5 Maupin House Publishing, Inc. Presented by: Deanna Moinester Albert, Ph.D. Supervisor of Language Arts Jersey City Public Schools Hope

More information

North Carolina Standard Course of Study for English Language Arts

North Carolina Standard Course of Study for English Language Arts North Carolina Standard Course of Study for English Language Arts Table of Contents Introduction... 1 Standards for English Language Arts K 5... 8 College and Career Readiness Anchor Standards for Reading...

More information

Grade 2 Reading/Writing Curriculum

Grade 2 Reading/Writing Curriculum Grade 2 Reading/Writing Curriculum Common Core State Standard Objective Assessment Resources CCSS.ELA-Literacy.RL.2.3 Describe Students will be able to identify the Reading A-Z: Book Quiz Reading A-Z:

More information

Evaluating Animal Nonfiction Book(s)

Evaluating Animal Nonfiction Book(s) Published on AASL Learning4Life Lesson Plan Database Evaluating Animal Nonfiction Book(s) Created by: Debora Lum Title/Role: School Librarian, retired Organization/School Name: Hawaii Association of School

More information

Grade 3 Question Stem Bank: Common Core State Standards

Grade 3 Question Stem Bank: Common Core State Standards Reading Literature (RL) Reading for Information Key Ideas and Details Question Stems: Standard Basic: Remember Understand Standard: Apply Analyze Expanded: Evaluate Create RL 3.1 RI 3.1 Identify explicit

More information

English Language Proficiency Standards: At A Glance February 19, 2014

English Language Proficiency Standards: At A Glance February 19, 2014 English Language Proficiency Standards: At A Glance February 19, 2014 These English Language Proficiency (ELP) Standards were collaboratively developed with CCSSO, West Ed, Stanford University Understanding

More information

Writing First Grade First Quarter

Writing First Grade First Quarter Teacher Expectations Read a variety of stories orally, discussing beginning, middle, and Model good writing Create an environment that encourages students to write Establish daily use of journals Help

More information

Expository Reading and Writing By Grade Level

Expository Reading and Writing By Grade Level Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or

More information

Language and Literacy

Language and Literacy Language and Literacy In the sections below is a summary of the alignment of the preschool learning foundations with (a) the infant/toddler learning and development foundations, (b) the common core state

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,

More information

Language Arts Literacy Areas of Focus: Grade 5

Language Arts Literacy Areas of Focus: Grade 5 Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

Close Reading Read Aloud

Close Reading Read Aloud Text Title: We the Kids: A Preamble to The Constitution of the United States Author / Illustrator: David Catrow Publisher: Penguin Group (USA) Incorporated ISBN 13: 9780142402764 Learning Objectives: The

More information

SKILLS FOR ELA CCLS. Reading Literature (K-12) Reading Informational Text (K-12) Reading Foundational Skills (K-5) Writing (K-12)

SKILLS FOR ELA CCLS. Reading Literature (K-12) Reading Informational Text (K-12) Reading Foundational Skills (K-5) Writing (K-12) SKILLS FOR ELA CCLS Reading Literature (K-12) K - 6 pages 1-21 7-12 pages 22-33 Reading Informational Text (K-12) K - 6 pages 34-54 7-12 pages 55-66 Reading Foundational Skills (K-5) K - 5 pages 67-75

More information

Writing Common Core KEY WORDS

Writing Common Core KEY WORDS Writing Common Core KEY WORDS An educator's guide to words frequently used in the Common Core State Standards, organized by grade level in order to show the progression of writing Common Core vocabulary

More information